Religion in the Education System Essay Example | Topics and Well Written Essays - 2000 words

Religion in the Education System - Essay Example Before one can establish whether or not religion is a beneficial or a corrosive element in primary and secondary education, one must first define both what religion and education consist of. One can define â€Å"religion† as a set of beliefs and practices, or as a more holistic response to the events of one’s life. One can define â€Å"education† as the inculcation of information from the topics set by the National Curriculum, or as a more general preparation for the rigors of adult life. Because this paper addresses religion in general, as opposed to one particular faith, such as Anglicanism or Islam, religion will be viewed as the human response to the events of life. Based on what happens in life, one may choose to follow the Judeo-Christian God, or Allah, or Buddha, or to follow no particular deity at all. Education will be viewed in a more holistic sense as well – the role that schools play in taking Britain’s children and molding them into adults. It will become clear, after a review of relevant literature, that there is not one mixture of religion in education that works for every student. The multiplicity of educational choices has arisen from a multiplicity of personalities, collective life experiences, and individual responses. The Muslim educational experience in Great Britain is particularly demonstrative of this need for variety in educational choices. In the first half of 2005, the Imam Muhammad Zakariya School for Girls in Dundee received its second consecutive poor report on academics (Saeed, 2005). While Ibrahim Hewitt (2005) makes a strong case that the British government should establish and support schools run according to the Muslim philosophy of education, and that only a "complete Islamic education as delivered in a well-resourced Muslim school" will give Muslim students the "spiritual, moral, cultural, mental, and physical development of pupils" (Education Reform Act 1988) required by law, the results of the Zakariya school are troubling. However, Osama Saeed, of the Muslim Association of Britain, points to the results of Feversham College in Bradford, a Muslim school that finished at the top of the "Value Added" ranks in the same period that the Zakariya school finished so poorly (Saeed, 2005). He argues that a Muslim education will help to combat the "lack of values currently within the non-denominational sector" and that even non-Muslim parents would want their children to have the opportunity to attend Muslim schools to avoid the corrosive effects of this "selfish, consumer-driven world" (2005). Hewitt is similarly frustrated with an education system which, in his view, "largely regards religion as a nuisance best ignored" (2005). While there are some who would argue that such a parochial approach to education would intellectually shortchange students, Hewitt responds with the example of the Ennerdale and Kinniside Primary School, which is a parochial Church of England school, but which received a gold star from the educational inspectors (2005). Hewitt argues further that a parochial education more closely mirrors real life - at home, he says, children celebrate only one winter holiday - but at school, they often observe all three of the major celebrations. Hewitt also points out that the removal of religion from the classroom, is not a neutral position, but is just another choice (2005). For those who would argue that the removal of religion from the classroom would create a neutral environment, this is an important corrective - agnosticism or atheism is a religious choice. The Muslim and Anglican schools are not the only parochial environments that have produced successful students. A report in June 2005 showed that standards of academic achievement at Stage 4 in Catholic schools exceed national norms, and that Catholic schools are particularly effective at helping socially disadvantaged students who come in from the

Crisis Management Communication Case Study Example | Topics and Well Written Essays - 2500 words

Crisis Management Communication - Case Study Example Timothy Coombs developed a three-phase situational crisis communication theory that has been adopted by organizations to handle the crisis. According to this model, communication during a crisis takes three steps which include the pre-crisis communication approach, crisis management communication and post crisis approaches. In 2010, British Petroleum (BP) experienced one of the major crisis to affect the company when one of its offshore drilling sites leaked, leading to a major spill in the gulf of Mexico. This spillage led to the loss of 11 lives and the loss of millions of gallons of crude oil from the drilling reservoir (Coombs & Holladay, 2001). The spillage affected the reputation of the company as it was exposed to major media scrutiny as their mitigation approaches were under scrutiny. However, with the help of the United States government, the oil spill was contained and the company compensated those who lost their lives in the crisis. In this paper, Coombs situational communication model during the crisis will be used to evaluate the approaches that were adopted during the crisis. The organization’s ability to prepare for the crisis and address the concerns during the crisis will be addressed. At the end of the crisis, the company was left with a tainted image from massive media scrutiny making post-crisis communication approaches essential to determine how the company regained its image (Wolf & Merji, 2013). Pre-crisis communication is an anticipatory approach adopted by organizations to prepare for how to handle the pressures of a crisis and how the crisis may expose them in a bad light. During this phase, early signs of a crisis are evaluated and the company makes frantic efforts to address them and ensure that any challenges that may arise are addressed promptly. Before the BP oil crisis, a breach of cement seals at the bottoms of the wells was noted.  

Up-Gradient Particle Flux driven by Flow-to-Fluctuation

Up-Gradient Particle Flux driven by Flow-to-Fluctuation Up-Gradient Particle Flux driven by Nonlinear Flow-to-Fluctuation Energy Transfer in a cylindrical plasma device Lang Cui Chapter 1 Introduction and Background 1.1 Fusion 1.1.1 Fusion reaction Nuclear fusion is one of the most promising options for generating large amounts of carbon-free energy in the future. Fusion is the process that heats the Sun and all other stars, where atomic nuclei collide together and release energy. To get energy from fusion, gas from a combination of types of hydrogen – deuterium and tritium – is heated to very high temperatures (100 million degrees Celsius). Controlled fusion may be an attractive future energy options. There are several types of fusion reactions. Most involve the isotopes of hydrogen called deuterium and tritium [1]: So far most promising method for fusion achievement is considered to through reaction by Eqn. (1.3) due to the fact that this reaction needs least energy and has largest nuclear cross section. As shown in Figure 1.1, every fusion reaction can provide 17.6 MeV nuclear energy of which 3.5 MeV is carried by ÃŽ ± particles (helium nuclei) and the rest is carried by the neutron. Since both deuterium and tritium nuclei are carrying positive charges, we need to heat deuterium and tritium to a sufficiently high temperature (~ 10 keV) in order that thermal velocities of nuclei are high enough to overcome the Coulomb repulsion force to produce the fusion reaction. In fact, fusion reaction whether or not can be realized is given by the famous Lawson criterion [2]: is the ion density, showing how good the particles are confined; is the energy confinement time, measuring the rate of the system loses energy to the environment. There also exists a minimum value of the energy confinement time defined as ratio of the total energy of the plasma to power loss []: Figure 1‑1 the schematic of deuterium-tritium fusion reaction 1.1.2 Magnetic Confinement There are two ways to achieve the temperatures and pressures necessary for hydrogen fusion to take place: Magnetic confinement uses magnetic and electric fields to heat and squeeze the hydrogen plasma. The most promising device for this is the ‘tokamak, a Russian word for a ring-shaped magnetic chamber. The ITER project in France is using this method. Inertial confinement uses laser beams or ion beams to squeeze and heat the hydrogen plasma. Scientists are studying this experimental approach at the National Ignition Facility of Lawrence Livermore Laboratory in the United States. Moreover, it is practically impossible to attain in the laboratory density levels near the ones in the star-centers. It is more feasible for controlled fusion purposes to work at low gas densities and increase the temperature to values considerably higher than that in the center of the sun. At these high temperatures all matter is in the plasma state, consists of a gas of charged particles that experience electromagnetic interactions and can be confined by a magnetic field of appropriate geometry. As shown in Figure 1.2, the motion of electrically charged particles is constrained by a magnetic field. When a uniform magnetic field is applied the charged particles will follow spiral paths encircling the magnetic lines of force. The motion of the particles across the magnetic field lines is restricted and so is the access to the walls of the container.[] Figure 1‑2 When a single charged particle subject to a force is presented in an externally imposed magnetic field, the charged particle (ion/electron) will gyrate around the magnetic field lines. At the position of the guiding center, the charged particle will drift with a velocity which can be calculated from the fluid momentum equation, . The force can be due to an electric field ( drift), gravitational field, curvature drift ( drift) .etc. when there is a collection of charged particles, the force can also be a mean pressure gradient which can lead the particles to a diamagnetic drift with . The diamagnetic drift depends to the sign of the charge the particles carried, thus we expect to find a diamagnetic current in azimuthal direction and opposing the original magnetic field. 1.2 Drift wave turbulence and transport 1.2.1 Overview of Drift wave turbulence It is known that drift waves result from the interaction between the dynamics perpendicular and parallel to the magnetic field due to the combined effects of spatial gradients, ion inertia, and electron parallel motion. Here â€Å"drift† refers to the diamagnetic drifts (perpendicular to both density gradient and magnetic field) due to dominant pressure gradient with a small finite and . Derivation of drift wave dispersion relation can be found in many text books and review papers [1-3]. The experimental work performed in this dissertation was considered cool collisional plasma. An assumption is often made that , where is the drift wave frequency, and are the ion and electron thermal speed separately. Since drift waves have finite , electrons can move along magnetic field lines establishing a thermodynamic equilibrium among themselves. While the ion motions can be neglected. As a result, Landan damping is negligible. In absent of resonant particles, phase velocity distributions may reach to a fluid description of electrons and ions. We may apply the 2D fluid model to describe the system. Accounting for the fast gyromotion along magnetic field of the electrons for density and velocity , we have where is the electron pressure and denotes the direction parallel to magnetic field. By taking the limit and, a plane wave solution of the potential, we can then obtain the Boltzmann relation for electrons: where and are the equilibrium electron density and temperature, . The schematics showing the physical mechanism of an electron drift wave can be seen in Figure 1.3. where the density perturbation is positive, the potential perturbation is positive. Similarly, where the density perturbation is negative, the potential perturbation is negative. The resulting electric field will cause a drift in the x direction. Since there is a gradient in the x direction, the drift will bring plasma of different density to a fixed point. Along with the quasi-neutrality condition, we can find the drift wave dispersion: We notice that the drift waves travel with the electron diamagnetic drift velocity. Here the density and potential perturbations are in phase with a zero growth rate. Thus the plasma is stable. Figure 1‑3 Physical mechanism of a drift wave The fundamental property of electrostatic plasma turbulence is the drift wave frequency range in the absence of dissipation is often described by the Hasegawa-Mima Equations [4-6]. However, most experimental plasma condition is collisional like ours. Thus we are introducing a collisional drift-wave model described by Hasegawa-Wakatani equations, which derived from the same density continuity equation and electron momentum equation, but includes the electron parallel dissipation and the modifications of ion-neutral drag [4,7]. In a cylindrical geometry such as our machine, this model is written as two coupled dimensionless equations: where = is the â€Å"adiabatic parameter† and is the normalized ion viscosity. We note here the density is normalized with , the potential with , time with , distance with , gyroradius. Here is the wavenumber parallel to magnetic field, is the electron collision frequency. Typically, the plasma is characterized by the ratio between the spatial scale of the collective modes () and the scale of the plasma (). HW model introduces the two main components to describe a weak drift wave turbulence system: linear instability driving mechanism and nonlinear damping for turbulence saturation. For , parallel collisions are negligible thus the drift waves are linearly stable. Eqn. (1.11) and (1.12) will be reduced to the Hasegawa-Mima model: For , this model goes to the hydrodynamic limit and reduces to the 2D Euler fluid equations. Our experiments condition is satisfied with . In the presence of dissipation of the parallel electron motion (electrons can lose momentum to the background plasma as they move parallel to the magnetic field), the corresponding dissipation will cause a finite phase shift between density and potential fluctuations. As a result of the phase shift, the Boltzmann relation is no longer valid with : Here the phase shift is the key for instability. The dispersion relation becomes: where and . By solving for , we obtain As we can see from Eqn. (1.16), the growth rate is always positive for a limited range of wavenumbers. This can be also understood from Fig. 1-3 that the phase shift causes drift velocity outwards where the plasma is already shifted outward. Hence the perturbation grows. The dissipation of parallel electron motion can occur via several different processes such as wave-particle interactions and electron-ion Coulomb collisions. 1.2.2 Particle transport The energy losses observed in magnetic confinement devices are much greater than predicted by neoclassical transport theory and usually attributed to the presence of small-scale plasma turbulence. It is well known that spatial gradients in the plasma lead to collective modes called drift waves, which have wave numbers in the range of the observed density fluctuations. Drift waves in magnetized plasmas can produce various transports such as particle transport, momentum transport and kinetic energy transport. The magnetized plasma will convect around the maximum and minimum of density variations. [1]F.F.Chen, Introduction to plasma physics and controlled fusion Second edition Volume 1: Plasma (Plenum Press, New York, 1984), second edn., Vol. 1. [2]R. H. L. Hans R. Griem, Methods of Experimental Physics, Part A (Academic Press, New York and London, 1970). [3]F. F. Chen, Phys Fluids 8, 1323 (1965). [4]P. H. Diamond, A. Hasegawa, and K. Mima, Plasma Phys Contr F 53 (2011). [5]K. Mima and A. Hasegawa, Phys Fluids 21, 81 (1978). [6]Z. Yan, University of California, San Diego, 2008. [7]N. A. Gondarenko and P. N. Guzdar, Geophys Res Lett 26, 3345 (1999).

The Confederate Flag’s Heritage of Hate Essay -- Confederate Flag Sout

The Confederate Flag’s Heritage of Hate The Confederate flag has now become a hot issue for South Carolina, which is the last state to have the original Confederate flag still flying on its Statehouse. What got the State’s attention was the economic boycott of South Carolina that was announced on January 1992 by the NAACP to pressure the State to remove the Confederate flag off of its Statehouse in Columbia. The NAACP’s removal request is based on the fact that they, the anti-flag groups, claim that the meaning of the Confederate flag is one of hate and discrimination. On the other hand, there are other groups that believe differently whom are called the pro-flag groups. They claim that the Confederate flag is a sign of heritage and should stay on the Statehouse. The Civil War being about slavery is one of the first things addressed in both sides of the debate. Also a big part of the debate is the Confederate flag’s connection with racism. The Confederate flag’s connection with slavery a nd racial inequality makes it a negative symbol, which should not be flying on South Carolina’s Statehouse. Pro-flag groups claim that slavery was only a small issue in the Civil War, but if slavery was allowed to continue then there would not have been a Civil War. This quote out of a pro-flag article shows what Lincoln said about the idea of freeing slaves. I have no purpose, directly or indirectly, to interfere with the institution of slavery in the states where it exists. I believe I have no lawful right to do so, and I have no inclination to do so.† In an 1862 letter to the New York Daily Tribune editor Horace Greeley, Lincoln wrote. My paramount object in this struggle is to save the Union, and it is not either to sa... ... have to go to see it not somewhere were people have to see it. Work Cited Eric Foner. â€Å"Rebel Yell.† The Nation. 270.6 (February 14, 2000): 4. James F. Barker. â€Å"Clemson History Offers Perspective for Flag Debate.† The State. December 3, 2000. Stuart Taylor Jr. â€Å"The Confederate Flag and the Cost of Pandering.† National Journal. 32.4 (January 22, 2000): 215. Walter E. Williams. No: â€Å"Critics of the flag are Counting on a General Ignorance of History to Make Their Case.† Symposium. March 14, 2001. http://database.townhall.com/insight/printit.ctm Quick, Steven. â€Å"Lynching Lee† The Opinions. 2/27/2001 http://www.insightmag.com/archive/200002064.shtml Amy. â€Å"Even more on the confederate Flag vs. the â€Å"Xian† usage debates.† Parentsplace.com. February 02,2000 wysiwyg://4http://boards2.parentsplace.com/messages/get/ppcurrentdebates63/26.html The Confederate Flag’s Heritage of Hate Essay -- Confederate Flag Sout The Confederate Flag’s Heritage of Hate The Confederate flag has now become a hot issue for South Carolina, which is the last state to have the original Confederate flag still flying on its Statehouse. What got the State’s attention was the economic boycott of South Carolina that was announced on January 1992 by the NAACP to pressure the State to remove the Confederate flag off of its Statehouse in Columbia. The NAACP’s removal request is based on the fact that they, the anti-flag groups, claim that the meaning of the Confederate flag is one of hate and discrimination. On the other hand, there are other groups that believe differently whom are called the pro-flag groups. They claim that the Confederate flag is a sign of heritage and should stay on the Statehouse. The Civil War being about slavery is one of the first things addressed in both sides of the debate. Also a big part of the debate is the Confederate flag’s connection with racism. The Confederate flag’s connection with slavery a nd racial inequality makes it a negative symbol, which should not be flying on South Carolina’s Statehouse. Pro-flag groups claim that slavery was only a small issue in the Civil War, but if slavery was allowed to continue then there would not have been a Civil War. This quote out of a pro-flag article shows what Lincoln said about the idea of freeing slaves. I have no purpose, directly or indirectly, to interfere with the institution of slavery in the states where it exists. I believe I have no lawful right to do so, and I have no inclination to do so.† In an 1862 letter to the New York Daily Tribune editor Horace Greeley, Lincoln wrote. My paramount object in this struggle is to save the Union, and it is not either to sa... ... have to go to see it not somewhere were people have to see it. Work Cited Eric Foner. â€Å"Rebel Yell.† The Nation. 270.6 (February 14, 2000): 4. James F. Barker. â€Å"Clemson History Offers Perspective for Flag Debate.† The State. December 3, 2000. Stuart Taylor Jr. â€Å"The Confederate Flag and the Cost of Pandering.† National Journal. 32.4 (January 22, 2000): 215. Walter E. Williams. No: â€Å"Critics of the flag are Counting on a General Ignorance of History to Make Their Case.† Symposium. March 14, 2001. http://database.townhall.com/insight/printit.ctm Quick, Steven. â€Å"Lynching Lee† The Opinions. 2/27/2001 http://www.insightmag.com/archive/200002064.shtml Amy. â€Å"Even more on the confederate Flag vs. the â€Å"Xian† usage debates.† Parentsplace.com. February 02,2000 wysiwyg://4http://boards2.parentsplace.com/messages/get/ppcurrentdebates63/26.html

Police Brutality Essay

Philadelphia is located in New Jersey on the eastern sea board of the United States. This makes it an ideal location for immigrants from Nigeria to choose as an entry point into the US. This inflows has led to an over stretch in the social amenities. In so far as Nigerians perform the jobs Americans do not want, the fact that they do not pay taxes means they cannot contribute to the growth of Philadelphia. The police force on their part is predominantly white. They are not trained on how to deal with the new population. How to be sensitive to their culture and beliefs. Since the arrivals are also not very at par with the American culture, this breeds a society that coexists but does not know how to interact and appreciate each other. This has led to an increase in police brutality especially among Nigerian males of ages 15-70. Both sides feel they are mis-understood-the police are trying to keep the peace, while the Nigerians are trying to make ends meet. While there are more obvious signs of harassments against people deemed black (African-Americans and Native Americans) as opposed to whites to begin with, xenophobia (undue fear or contempt of that which is foreign, especially of strangers or foreign peoples) is more prominent against those foreigners who also happen to have darker skins which naturally includes Africans, Mexicans, Jamaicans, Carib-Africans, Haitians, Indians (from India), So. Americans, etc. nd other non-Caucasian races. Africans, who naturally fit into the black quota, therefore get a double-whammy should they encounter a police officer who has xenophobia, and Nigerians who have encountered harassment incidences have noted this as a prevailing factor in the course of their being harassed. Distinct accents are a dead give away and a xenophobic officer would have a field day should he encounter one whom he fears and thus portrays hatred towards (www. igeriansinamerica. com). There is need to train the police force on the necessity to overcome Xenophobia amongst its officers. Also, more black offices must be employed and an effort be made to assign them to work in black communities and neighborhoods, to increase the acceptance of the police as a law enforcement agency.

Child Study Report Essay

Introduction Early childhood educators play an important role in observing, recognizing, and supporting children’s development (Charlesworth, 2014). In this report, child E has been chose to be observed with different observing methods including running record, anecdotal record and learning story. Child E is a 3 years old boy. His father is a New Zealander, and his mother is from China. He is the only child in his family. Child E dose not speak Chinese but only English, this is due to the reason that both his parents speak English at home and his mother does not want him to learn Chinese. Child E was born in New Zealand and he dose not know much about Chinese cultural. He attends at the center five days per week. His mother often drops him in the morning around 10am and the father picks him up around 6pm. Moreover, child E has just been transferred from the toddler room to the pre-school room two weeks ago. Child E and I know each other in the toddler room. In my report, I will focus on physical and socio-emotional developments and link them with development theories and concepts. I will also discuss how these two domains inter-related to the children’s holistic development. Read more: Factors that influence child development essay Physical Development Physical development is an essential domain that is extremely important for children’s development. The physical development of child E can be seen in all the observations. G. Stanley Hall and Arnold Gesell developed Maturation theory. According to the theory, maturation and growth occur together and they are interrelated. In another word, while a child is physically growing up, the nature and quality are changing as well. â€Å"Growth is what happens; maturation is how it happens† (Gordon and Browne, 2014). Furthermore, Gessell transferred his ideas of maturational process into the developmental milestones. The milestones indicate a child’s ability achievement at a certain age (Petty, 2010). The developmental milestone is a useful tool for early childhood teachers due to the reason that teachers can know what a child should achieve at specific ages. This can help teachers to plan and implement learning experiences for children. Also, the physical growth and deve lopment are closely related to children’s essential health and wellbeing  (New Zealand Tertiary College [NZTC], 2014). The physical experience supports children’s motor skills development. Using touching as an example, in observation one, child E patted the teacher and other children to get their attention. Instead of hitting or grabbing hardly, he patted gently. Child E experienced and developed the skill of controlling his motor when touching other people. Moreover, it is stressed in Te WhÄ riki (Ministry of Education [MoE], 1996), although there is a pattern of learning and development, teacher should see each child as an individual and every child follows their own rate of development. Thus, the physical development is not always predictable. To further explain this, in observation one, the action of poking shows the skill of using fine and gross motor. Child E and children J both can poke with the brush well, but their ages are different. In observation three, all the children joined the activity (musical statues) are 3 or 4 years old. They have different levels of balancing skills. In addition, Freud’s psychosexual stages also indicate deferent stages’ main development. He stressed the daily events and experience help children’s physical development in every stage (Berger, 2001). Child E is learning and developing his physical skills in every day life. Besides the theories discussed above, there are also some other factors that influence children’s physical development. Genetic make-up is the internal factors, and there are external factors include nutrition, exercise, social-cultural context, family care and health care services (NZTC, 2014). Genetic factors have impacts on many areas of development. In observation two, child E asked for more food is an example of his body’s natural needs. Social-cultural factor plays a significant role in the physical development. A child’s family vale and believe will influence the child. For instance, in observation two, child E left all the vegetables and only ate the rice and meat. Teachers already talked to his mother about this, and his mother believes the child know what to eat or not. She dose not want to encourage him to eat more vegetables. Instead, she asked teachers to give child E more meat. I also found that in the morning, when child E’s mother drops him at the center, E often has a chocolate muffin or other food high in sugar and fat as his breakfast. A current New Zealand research (Theodore, Thompson, Wall, Becroft, Robinson, Clark, Pryor, Wild & Mitchell, 2006) found that an  unhealthy diet would lead problems like diabetes, obesity, asthma and heart disease in young children, which will influence them a life-long time. Also, an unhealthy and unbalanced diet would cause undernourished problem of children. It has a huge impact on children’s physical development (Berk, 2013). The physical development is closely associated with other development domains. In terms of cognitive development, while children develop their fine and gross motor skills, the brain is stimulated and developed as well (Gordon & Browne, 2014). Take observation three as an example, while child E was finding his balancing with the motor skills, he also used his brain to control his gross and fine motor. Moreover, in the activity, he also used words like ‘move’ and ‘stop’ with his physical movements. His language learning was encouraged as well. Also, physical development inter-relate in relation to children’s social and emotional development, which will be discussed later. Social and emotional development Through all the four observations, child E showed his strong social skills and he was eager to communicate with others. A child’s social and emotional development is affected by both biological nature and the environment surrounds him or her. The different genetic factors and the other external factors influence children behave differently (NZTC, 2014). Building a positive relationship with children is essential for supporting emotions in young children. Supporting children’s emotions in a caring and social context can help the early childhood children to build a secure attachment relationship (Berk, 2013). It is stated in Te WhÄ riki (MoE, 1996), children will show their confidence only when they have built up the sense of belonging and secure at an environment. In observation one, child E chose to take a chair and set right next me. He is new to the pre-school environment, so he felt a little bit of insecure. He knows me from the toddler room a long time ago, so he feels emotionally safe and comfort around me. According to John Bowlby’s young children feels more comfortable around the person they attached to (Berger, 2001). Turning to Sigmund Freud’s theory, he considered personality as a key part of every child’s development. He  believes a newborn baby is governed by the id, which is the source of desire and motives that we born with (Berger, 2001). Erik Erikson further developed and modified Freud’s psychoanalytic perspective of development. Erikson sees the surrounding society as an important factor for every child. He believes that children develop from the interaction with surrounding environment, and a child and his/her environment have influence on each other (Berk, 2013). Most importantly, he added the parent-child relationship as a new interactive aspect. As we talked above, in the physical development part, child E’s mother’s believe obvious has an impact on child E’s eating habits. In the second observation, child E left all the vegetables in the bowl. This might be due to the reason that his parent’s allow him to choose what to eat at home. Different from both Freud’s and Erikson’s view, learning theorists emphasize the role of external forces in children’s social and emotional development. Behaviourism and social learning theory are the two most well-know learning theories. Behaviourism theory focuses on children’s behaviour and it sees culture as a key element of children’s learning. Behaviourism believes that environment can stimulate and elicit children’s responses (MacNaughton, 2003). From the four observations, child E was responding to his surrounding environment a lot. He was developing through interacting with his teachers, peers and toys in the environment. In the first observation, the teacher in pre-school room set up the painting activity to provide opportunities and encourage children to explore. Child E then chose to join the activity. E saw child J’s action and copied it. This is how child E learned from his surrounding environment. Social learning theory is closely linked with Behaviourism. It is because that socialization involves learning about how to behave in a social group. In social learning theory, children are active learners. They develop an understanding of self-awareness and social roles. Modeling, imitation, observation and self-efficacy are the main concepts of this theory. Children will then find out their abilities of doing a task. When they believe that they are good at the task, it is more likely they can overcome the difficulties. Otherwise, they could give up easily (Crain, 2000). In observation 2, child E was trying to keep balance. When he found out that balancing is little bit hard and his peers said he was out, he  stopped trying and felt emotionally uncomfortable. In the contrast, observation 3 shows that he was confident at building the station. Thus, when he needs to rebuild it, he did not give up. Same as physical development, Social and emotional development is also inter-related to children’s holistic development. It is emphasized in Te WhÄ riki (MoE, 1996) that a holistic curriculum is the development of a whole child in both individual and socio-cultural aspects. All the observations show how socio-emotional development and physical development happened in child E’s daily experience together. If E is emotional unwell, his physical development could be effect. Communication is an irreplaceable part of socio-emotional development, either verbal or non-verbal. Language skills are practiced through social experience. Cognitive domain is also influenced by socio-emotional development. Children’s brain is stimulated through interacting with others (Berger, 2001). Spiritual development is also a core part of holistic development. Children build up their sense of wondering and wisdom through social communication. Conclusion To sum up, I have discussed two developmental domains through analysing four observations. Child E has achieved a big improvement in both physical and socio-emotional developments. Moreover, all the developmental areas inter-related with each other, together, create a holistic curriculum for early childhood children. Reference list Berger, K. S. (2001). The developing person through the life span (5th ed.). New York, NY: Worth Publishers. Berk, L. (2013). Child development (9th Ed.). Upper Saddle River, NJ: Pearson Education. Charlesworth, R. (2014). Understanding child development. (9th ed.). Belmont, CA: Wadsworth, Cengage Learning. Crain, W. (2000). Theories of development: Concepts and applications (4th ed.). Upper Saddle River, NJ: Prentice-Hall. Gordon, A., & Browne, K. (2014). Beginnings and beyond: Foundations in early childhood education (9th ed). Belmont, CA: Wadsworth Cengage Learning. MacNaughton, G. (2003). Shaping early childhood: Learners, curriculum and contexts. Berkshire, UK: Open University Press. Ministry of Education. (1996). Te WhÄ riki: He whÄ riki mÄ tauranga mÃ…  ngÄ  mokopuna o Aotearoa/Early childhood curriculum. Wellington, New Zealand: Learning Media. Petty, K. (2010). Developmental milestones of young children (1st ed.). St. Paul, MN: Redleaf Press. NewZealand Tertiary College,(2014).Life Span Studies 2 study guide. Auckland, New Zealand: New Zealand Tertiary College.

Top-level Accommodations for Students in the USA

Top-level Accommodations for Students in the USA Best Students USA Accommodations Apparently, you are convinced that college accommodation is definitely one of the worst things you should survive while obtaining your degree. Besides doubtful neighbors, you will face living in a new space, which most of us imagine like small, uncomfortable room, where one is stuck for three or five years. Thus, most students try to hire flats or live at their parent’s place, which can be not very convenient due to additional time and transport expenses. Students’ accommodation is usually situated on the campus territory, so living there you have distinctively more time for sports, library attendance, writing essays or entertainment with your friends. So, what is it better to do in such situation and how to cope with this difficult choice of place for living? Before preferring any of your options concerning living conditions, we recommend you not to haste and find out everything about the accommodation at your college. You will be exceedingly surprised, but we want to astonish you with the fact that accommodations can be even architectural masterpieces. So meet these well-planned buildings, which dismantle all stereotypes. Baker House This building is designed and built for Cambridge students in Massachusetts. The project of the Baker House is executed by the Finnish architect Alvar Aalto. The architect embodied his ideas to provide a view out over the Charles River for each student and located the Baker house along the river. Besides, Alvar Aalto tried to avoid making typical and ordinary room design. Thus, he created 22 bedrooms on each floor. These bedrooms are saturated with individuality due to different shapes. The building has facade, made from red brick and fascinates all passersby by its look. That is so great for students to live in such an outstanding accommodation, which can become not only the place for living, but one of the vivid and bright recollections, concerning their years at the university. Peabody Terrace This students’ housing is located also in Harvard, Massachusetts and was designed by an architect Josep Luis Sert. Being the dean of the architecture school at Harvard University, Josep selected several room designs and arranged them into sections, creating terraces. The building has complex and peculiar design, but there can be hardly any students, who will not appreciate living at such astonishing place. Architects emphasize it outstanding design and ideological commitment and it will be an exciting experience for students to spend their time at this building. Noyes House This student dormitory is located in New York at the territory of the Vasar College campus. This building was designed by Eero Saarinen in slick crescent-shaped form. It was built in 1958 and symbolized the new breath to the residential life of the students. Though its architecture has respectful age, at those times it was a real breakthrough in the design of such buildings. Noyes House gives house for 178 students and is not a simple accommodation. It represents the first, progressive steps in the area of architecture masterpieces in regard to college and campus buildings. Olympia Avenue This is totally innovative residence hall for students, located in the Washington State. This building combines great interior design and superb interior planning, which presupposes lounges, kitchens, laundry facilities and studies, located on each floor. Except modern design this hall offers a lot of friendly features – storm water collection, geothermal heating and cooling, site restorations by means of natural landscaping and vegetation. So along with the living function Olympia Avenue executes the educational function, teaching its dwellers to take care about the environment. These students’ accommodations prove that there are always exceptions from the rules and college dormitories can be a great place for living. Just imagine how much friends you will make and what a great time you will spend, living in one of such dormitories at the campus area. Treat it as one of the adventures of your life and enjoy the best years at your college.